A well-prepared teacher: Aligning K12 and higher education - - PowerPoint PPT Presentation

A well-prepared teacher: Aligning K–12 and higher education expectations

October 23, 2018

Welcome and introductions

Regional Educational Laboratories

REL Midwest states

Minnesota Iowa Illinois Wisconsin Indiana Michigan Ohio

Who does REL Midwest work with?

School districts, state education agencies, and other educational

• rganizations in

Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin

What does REL Midwest do?

Applied research, technical support, and engagement activities to help partners understand research and evidence.

Why does REL Midwest do this work?

To solve practical problems and advance fundamental understanding

• f education challenges and

processes.

How does REL Midwest do this work?

REL Midwest conducts its work through collaborative research partnerships with stakeholders in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. To address the priorities and interests

• f these states, REL Midwest supports five

research alliances and a networked improvement community, as well as emergent partnerships.

Types of support REL Midwest offers

Partnerships

5 research alliances

• Midwest Alliance to Improve

Teacher Preparation

• Midwest Achievement Gap

Research Alliance

• Midwest Career Readiness

Research Alliance

• Midwest Early Childhood

Education Research Alliance

• Midwest Alliance to Improve

Knowledge Utilization

1 networked improvement community

• Iowa Learning

and Technology Networked Improvement Community

Michigan Department of Education

• Top 10 in 10 Years Goals and Strategies
• Goal 3: Develop, support, and sustain a

high-quality, prepared, and collaborative education workforce.

Agenda

Time Session/Activity

1:00–1:10 p.m. Welcome and Introductions 1:10–1:15 p.m. Review of Meeting Materials and Goals 1:15–1:40 p.m. Session I: What We Need to Know From the Research: Qualities and Competencies That Novice Teachers Need to Succeed 1:40–2:30 p.m. Session II: From Research to Practice: Efforts From Educator Preparation Institutions 2:30–2:40 p.m. Break and Networking 2:40–3:30 p.m. Session III: From Research to Practice: Efforts From K–12 3:30–4:00 p.m. Facilitated Table Discussions 4:00–4:15 p.m. Share Out 4:15–4:30 p.m. Wrap-Up and Closing Remarks

Learning objectives

1. Understand the current research

• n qualities and competencies

necessary for novice teachers to be successful in the classroom. 2. Be made aware of efforts under way with MDE, educator preparation institutions, and K– 12 schools in Michigan to identify and reach consensus on key qualities and competencies for new teachers. 3. Discuss strategies to achieve these shared expectations for new teachers at the state, K–12, and higher education levels.

What we know from the research: Qualities and competencies that novice teachers need to succeed

Natalya Gnedko-Berry, REL Midwest Paula Lancaster, PhD, GVSU

October 23, 2018

Why new teachers?

Retention On average, 17% of new teachers leave the profession in 5 years. Instability Teacher turnover creates instability for students and schools. Cost Replacing teachers inflicts a financial burden.

What helps new teachers succeed?

Teacher preparation

Teacher preparation

• Instructional delivery

For example, knowledge of subject matter, pedagogy, differentiation, lesson planning.

Teacher preparation

• Instructional delivery

For example, knowledge of subject matter, pedagogy, differentiation, lesson planning.

• Classroom management

For example, behavior management, classroom procedures.

Teacher preparation

• Instructional delivery

For example, knowledge of subject matter, pedagogy, differentiation, lesson planning.

• Classroom management

For example, behavior management, classroom procedures.

• Use of assessment

For example, formative and summative to provide feedback and plan instruction.

Teacher preparation

• Instructional delivery

For example, knowledge of subject matter, pedagogy, differentiation, lesson planning.

• Classroom management

For example, behavior management, classroom procedures.

• Use of assessment

For example, formative and summative to provide feedback and plan instruction.

• Personal and professional dispositions

For example, attitudes and beliefs about learning, ability to develop positive relationships.

PK–12 supports

PK–12 supports

• Mentorship

Access to experienced mentors during early teaching years is associated with greater retention.

PK–12 supports

• Mentorship

Access to experienced mentors during early teaching years is associated with greater retention.

• Working conditions

For example, collaboration, trusting relationships with colleagues, access to professional development.

PK–12 supports

• Mentorship

Access to experienced mentors during early teaching years is associated with greater retention.

• Working conditions

For example, collaboration, trusting relationships with colleagues, access to professional development.

• Supportive principal

For example, principal’s vision for the school, instructional leadership, support, and guidance.

PK–12 supports

• Mentorship

Access to experienced mentors during early teaching years is associated with greater retention.

• Working conditions

For example, collaboration, trusting relationships with colleagues, access to professional development.

• Supportive principal

For example, principal’s vision for the school, instructional leadership, support, and guidance.

• Incentives

For example, financial, such as bonuses and tuition reimbursement; access to housing; child care.

Thank you

Natalya Gnedko-Berry, Senior Researcher REL Midwest Ngnedko-berry@air.org 312-283-2313

Supporting beginning teachers

Paula Lancaster, PhD Grand Valley State University

By the numbers…

• Having a moderately effective to highly effective

teacher has academic and financial implications.

• One year with a moderately effective teacher can

increase the lifetime earnings of an individual by $11,000.

• A classroom of 25 students = 275,000.
• Ten years of teaching = 2,750,000; 10 teachers =

20,750,000.

(Hanushek, 2011) (Sanders, & Rivers, 1996)

Four categories of teacher competencies

• 1. Instructional delivery.
• 2. Classroom management.
• 3. Use of assessment.
• 4. Personal and professional dispositions.

Four categories of teacher competencies

• 1. Instructional delivery

– Differentiation. – Lesson planning.

• 2. Classroom management

– Behavior management. – Classroom procedures.

• 3. Use of assessment
• 4. Personal and professional dispositions.

High-leverage/core practices

• Basic fundamentals of teaching.
• The foundation of advanced teaching

skills.

• Used regularly and consistently by

teachers.

• Critical in helping students learn

content or skills.

• Used across content areas, grade and

developmental levels, and contexts.

• Fundamental to many different

curricula or approaches to teaching.

Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development (CEEDAR) Center high-leverage practices (HLPs)

• What every special educator

needs to know on Day 1!

• 22 HLPs

‾ Collaboration. ‾ Assessment. ‾ Social/emotional/behavioral. ‾ Instruction.

Special education HLPs

• Collaboration.

– For example, collaborate with families to support student learning and secure needed services.

• Assessment.

– For example, use student assessment, analyze instructional practices, and make necessary adjustments that improve student outcomes.

• Social/emotional/behavioral.

– For example, provide positive and constructive feedback to guide students’ learning and behavior.

• Instruction.

– For example, use strategies to promote active student engagement.

High-leverage Practices – General Education TeachingWorks at the University of Michigan (TeachingWorks.org)

• 1. Leading a group discussion.
• 2. Explaining and modeling content practices and

strategies.

• 3. Eliciting and interpreting individual students’ thinking.
• 4. Diagnosing particular common patterns of student thinking

and development in a subject matter domain.

• 5. Implementing norms and routines for classroom discourse

and work.

• 6. Coordinating and adjusting instruction during a lesson.
• 7. Specifying and reinforcing productive student behavior.
• 8. Implementing organizational routines.
• 9. Setting up and managing small group work.
• 10. Building respectful relationships with students.
• 11. Talking about a student with parents or other caregivers.
• 12. Learning about students’ cultural, religious, family,

intellectual, and personal experiences and resources for use in instruction.

• 13. Setting long- and short-term learning goals for

students.

• 14. Designing single lessons and sequences of lessons.
• 15. Checking student understanding during and at the

conclusion of lessons.

• 16. Selecting and designing formal assessments of student

learning.

• 17. Interpreting the results of student work, including routine

assignments, quizzes, tests, projects, and standardized assessments.

• 18. Providing oral and written feedback to students.
• 19. Analyzing instruction for the purpose of improving it.

High-leverage Practices – General Education TeachingWorks at the University of Michigan (TeachingWorks.org)

• 1. Leading a group discussion.
• 2. Explaining and modeling content practices and strategies.
• 11. Talking about a student with parents or other caregivers.
• 12. Learning about students’ cultural, religious, family,

intellectual, and personal experiences and resources for use in instruction.

• 3. Eliciting and interpreting individual students’ thinking.
• 13. Setting long- and short-term learning goals for students.
• 4. Diagnosing particular common patterns of student thinking

and development in a subject matter domain.

• 14. Designing single lessons and sequences of lessons.
• 5. Implementing norms and routines for classroom

discourse and work.

• 15. Checking student understanding during and at the

conclusion of lessons.

• 6. Coordinating and adjusting instruction during a lesson.
• 16. Selecting and designing formal assessments of student

learning.

• 7. Specifying and reinforcing productive student behavior.
• 17. Interpreting the results of student work, including routine

assignments, quizzes, tests, projects, and standardized assessments.

• 8. Implementing organizational routines.
• 18. Providing oral and written feedback to students.
• 9. Setting up and managing small group work.
• 19. Analyzing instruction for the purpose of improving it.
• 10. Building respectful relationships with students.

Lessons learned

Connecting HLPs to practice-based teacher preparation

“Advanced beginners” (M. Brownell, 2018)

• Muscle memory is built.
• Cognitive load is reduced.
• Begin to use context and

needs of children when enacting practice.

Field-based integration: Partner schools

• Alpine Elementary (Comstock Park)

– Yearlong placements. – Co-teaching model. – Shared professional development.

• Stocking Elementary (Grand Rapids)

– Embedded courses. – Student cohorts. – Shared professional development.

Setting and starting up Managing and wrapping up

Preparing for group work

• Identify a learning goal appropriate for group

work.

• Plan the learning activity.
• Decide on grouping model.
• Consider space.
• Define roles.
• Prepare instructional and assessment materials.

Launching group work

• State the learning goal.
• Review group norms and expectations.
• Provide clear directions (check for understanding;

explain and model as needed).

• Give students option for what to do if they finish

early.

• Coach students on what to do if they need help.
• Transition to small groups.

Monitoring small group

• Ensure norms and

routines are followed.

• Encourage all

students’ participation.

• Probe or support

as needed.

• Provide time cues.

Wrapping up small group

• Check in with

each group.

• Transition to

whole group.

Wrapping up whole group

• Conclude and

summarize.

• Provide feedback
• n group work.
• Allow for group

and self- reflection.

Noticing student contributions

• Record student thinking.
• Monitor individual participation.
• Monitor group dynamics.
• Provide positive and constructive feedback.

Focusing on the learning goal

Field-based integration

• Cooperating Teacher

& University Field Supervisor Conference

– Mentoring pedagogies. – HLPs. – Co-teaching. – Expectations and requirements.

References

Hanushek, E. A. (2011) Valuing teachers. Education Next 11(3), 41-45. Sanders, W., & Rivers, J. (1996) Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville, TN.: University of Tennessee Value-Added Research and Assessment Center.

Time’s up

Thank you so much! Paula Lancaster lancastp@gvsu.edu

From research to practice: Efforts from educator preparation institutions

October 23, 2018

Joe Lubig, EdD Associate Dean Northern Michigan University Marquette, MI

“Not only was I prepared for my classroom, but I excel! We're currently sitting in training about differentiated instruction and for some

• f my colleagues, this is new information.

Many of the things we talk about in staff development are things that were touched

• n during my undergraduate program.”

Allison Bronsteader, NMU Alum

SISU

Heart

• Relationships.
• Engagement.
• Strengths.

Grit

• Persistence.
• Time.
• Trust.

Bravery

• Act.
• Child advocacy.

Douglas Braschler Director of National Accreditation Hope College Holland, MI

Betty Kirby, EdD Interim Dean Central Michigan University Mount Pleasant, MI

Take a break

See you in 10 minutes.

From research to practice: Efforts from K–12

October 23, 2018

Sarah Kemppainen, EdD Principal Graveraet Elementary School Marquette, MI

Graveraet Elementary School

• K–5
• 12 classrooms
• 280 students
• 38% free/reduced-price

lunch

“Our Mission: We will grow, motivate, learn and challenge one another to reach our full potential.”

GES School Improvement Team 2015

SISU Heart Grit Bravery “IT”

Doug Ammeraal Principal Mona Shores Middle School Norton Shores, MI

Mona Shores Middle School

“Inspiring excellence, building character, and impacting the future through academics, arts, and athletics...Mona Shores!”

Mona Shores Middle School

Quick facts

Grades 6–8 940 Students 80% White, 12% African-American 75 staff members 43% free/reduced-price lunch 15 electives offered—including TRADES ACADEMY 22 sports teams or clubs

Mona Shores Middle School

P ̶ Personal Responsibility R ̶ Respect I ̶ Integrity D ̶ Disciplined E ̶ Engagement

Katie Rinke Principal Fancher Elementary School

• Mt. Pleasant, MI

Fancher Elementary, Mt. Pleasant Public Schools

Fancher Elementary provides a supportive environment to ensure academic, social and emotional growth for students to reach their full potential while transitioning between elementary and middle school.

Fancher Elementary

3rd - 5th grades 480 students District 3,609 students 77% White, 5% Native American 62 staff members 56% free/reduced lunch Universal Breakfast for ALL students STEM initiatives

• Safety. Ownership. Attitude. Respect.

Facilitated table discussions

October 23, 2018

Facilitated table discussions

• Based on what you heard today from the research and the two

panels:

• What are some effective practices/resources that may be scalable

across Michigan’s teacher preparation institutions and partner school districts?

• What are some challenges with or gaps between the preparation
• f new teachers at EPIs and expectations that K–12 have of new

teachers that still remain?

• What barrier or challenges exist in your own teacher preparation

program or district/school to implementing some of the strategies presented today that could support new teachers? Barriers and challenges to having K–12 and educator preparation institutions collaborate in this work?

• What opportunities do you see in your teacher preparation program
• r school/district to implement the strategies discussed today? For

collaboration between K-12 and teacher preparation programs?

• What is the one thing that you’ve learned about today that you will

share with colleagues?

Share out

October 23, 2018

Wrap-up and closing remarks

Feedback survey

Thank you!